Regional ELB Beginning Teacher Programme
EXEMPLAR INDUCTION ACTION PLAN – POSITIVE BEHAVIOUR MANAGEMENT
This exemplar action plan is for reference only and should act as a guide in assisting you to write your own personal action
plan.
July 2013
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Regional ELB Beginning Teacher Programme
Complete as an outcome of joint discussion with your Teacher Tutor and with reference to the Career entry Profile, the GTCNI Competences, Code of Values and
Professional Practice. (See GTCNI Publication: ‘Teaching the Reflective Profession’ and Sections 2 and 4 of the Teacher Education Partnership Handbook)
INDUCTION ACTION PLAN: Positive Behaviour Management
Area for Development
(Ref. to Competences)
Success Criteria
Focus: To implement classroom strategies
which promote the school’s policies and
procedures for positive behaviour
management.
1. The Teacher’s classroom
practice shows evidence of
school’s agreed strategies for
positive behaviour
management.
Teachers may wish to reference aspects of
the following competences:
7. Teachers will have developed a
knowledge and understanding of a range
of strategies to promote and maintain
positive behaviour, including an
acknowledgement of pupil voice, to
establish an effective learning
environment.
22. Teachers will secure and promote a
standard of behaviour that enables all
pupils to learn, pre-empting and dealing
with inappropriate behaviour in the
context of school policies and what is
known about best practice.
Actions
(Including timescales)
The teacher will:
Support Arrangements
Liaise with teacher tutor,
year head and principal.
Classroom observation by
teacher tutor
1. Become familiar with
school behaviour policies
and any other relevant
polices.
The teacher will:
2. The teacher reflects on
her/his knowledge to apply
best practice for the class.
Monitoring
(Inc. evidence in portfolio)
2a Attend relevant courses
in relation to behaviour.
Teacher’s reflective journal on
positive behaviour management.
ELB courses
2b Research effective
strategies for behaviour.
3. Pupils exemplify through
their behaviours an
understanding of their role in/
contribution to acceptable
behaviour in the classroom.
3a Establish classroom rules
with the pupils.
Use of the internet
(List specific websites)
3b Develop classroom
routines with the pupils.
Head of Key Stage &
Teacher Tutor
Teachers may find it useful to
record more specific success
criteria according to their
particular context.
Teachers may find it useful
to identify specific positive
behaviour strategies
regarding their particular
context.
Photographs of positive
behaviour strategies in use.
Pupils’ feedback to teacher
Classroom observation by
teacher tutor
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Regional ELB Beginning Teacher Programme
Evaluation
Evaluation is about using the evidence and information that you have gathered from the monitoring process to make judgments about your ‘Area for
Development’ and to ascertain the extent to which your success criteria have been achieved.
It looks at what you set out to do, at what you have accomplished, and how you accomplished it.
You can use the information to inform what you would do differently and what changes/improvements you would make to your teaching.
You should continue on additional sheets or complete in a separate section of your Induction Portfolio at the end of the whole action planning process, i.e.
after the lessons have been taught and observations have been carried out.
Self Reflection
Having completed the evaluation of your action plan you should now take some time to reflect on the process that you have gone through. You may wish to
give some consideration to the following:
o
o
o
o
o
What have you learned about yourself and your own professional development?
What particular skills did you exhibit/develop?
To what extent do you feel you have furthered your knowledge and understanding of your chosen area for development?
Have you identified any other professional needs that you feel you need to develop as a result of this action plan?
What do you now need to do to take your professional development needs forward?
Your self-reflection can now be used as part of the basis for discussion with your teacher tutor when completing the interim and summative reports.
You should continue on additional sheets or complete in a separate section of your Induction Portfolio at the end of the whole action planning process, i.e.
after the lessons have been taught, observations have been carried out and your evaluation completed.
Name: ____________________
Beginning Teacher Signed: __________________ Teacher Tutor Signed: _________________
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